Lesson 14 - UnboundEd
Lesson 14
Demonstration Story Review Student Performance Task Assessment
Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart in the Introduction for additional standards addressed in all lessons in this unit.
Observe the position of the mouth while making the short vowel sounds /i/, /e/, /a/, /u/, and /o/, and associate each sound with its spelling (RF.K.3b)
Read decodable text that incorporates the letter-sound correspondences that have been taught, with purpose and understanding (RF.K.4)
Demonstrate understanding that a systematic, predictable relationship exists between written letters and spoken sounds by producing ‘a’ for /a/, ‘m’ for /m/, ‘t’ for /t/, ‘d’ for /d/, ‘o’ for /o/, ‘c’ for /k/, ‘g’ for /g/, ‘i’ for /i/, ‘n’ for /n/, ‘h’ for /h/, ‘s’ for /s/, ‘f’ for /f/, ‘v’ for /v/, ‘z’ for /z/, ‘p’ for /p/, ‘b’ for /b/, ‘l’ for /l/, ‘r’ for /r/, ‘u’ for /u/, ‘w’ for /w/, ‘j’ for /j/, ‘y’ for /y/, ‘x’ for /x/, and ‘k’ for /k/ (RF.K.1b)
Name and use commas and end punctuation while reading orally (L.K.2b)
Differentiate between the medial vowels sounds /i/ and /e/ in spoken words and sort words into groups based on their medial sound (RF.K.2d) Identify the parts of books and function of each part (front cover, back cover, title page, table of contents) (RI.K.5) Demonstrate understanding of basic print conventions by tracking and following print word for word when listening to a text read aloud (RF.K.1a)
82
Unit 5 | Lesson 14 © 2013 Core Knowledge Foundation
With prompting and support, ask and answer questions (e.g., who, what, where, when) requiring literal recall and understanding of the details and/or facts of a fiction text (RL.K.1) Read and write one-syllable short vowel CVC words (RF.K.3b) Hold a writing utensil with a tripod (or pincer) grip and form letters (L.K.1a) Trace, copy and write lowercase letters of the alphabet taught to date (L.K.1a) Read decodable phrases and match them to the appropriate picture (RF.K.4)
At a Glance
Exercise
Warm-Up
The Short Vowel Sounds and Sound/Spelling Review
Teacher Demonstration Dictation Practice Student Performance Task Assessment Take-Home Material
Materials
Minutes
Large Cards for ‘i’, ‘e’, ‘a’, ‘u’, ‘o’, ‘c’, ‘k’, ‘g’, ‘f’, ‘s’, ‘z’, ‘p’, ‘b’, ‘l’, ‘r’, ‘h’, ‘w’, ‘j’, ‘y’, ‘x’
10
Demonstration Story: Ox and Man
Ox and Man Big Book or Media Disk
10
Dictation Identification
pencils; Worksheet 14.1; projection system
15
Connect It
pencils; Worksheet 14.2; projection system
15
Sort by Vowel Sound
pencils; Worksheet 14.3; projection system
10
Reading Assessment
materials from Lesson 12
*
Worksheet 14.4
*
Label the Picture
Warm-Up
10 minutes The Short Vowel Sounds and Sound/Spelling Review Part A • Display the Large Cards for ‘i’, ‘e’, ‘a’, ‘u’, and ‘o’ in that order, from left to right, so your students can see them. • Say each sound while making the corresponding gesture. Have students repeat after you. • Repeat several times. • Once students are confident in their pronunciation and able to say the sounds clearly, have them say all five sounds from front to back: /i/, /e/, /a/, /u/, /o/ (from the front of the mouth /i/ to the back of the mouth /o/). Then have them say the sounds from back to front: /o/, /u/, /a/, /e/, /i/.
If students need additional practice distinguishing the short vowel sounds, you may use the Pausing Point exercise “Erase the Spellings” and the activities in Unit 5, Section II of the Assessment and Remediation Guide.
/i/
/e/
/a/
/u/
/o/
place finger below lips
pretend not to hear
pretend to cry
raise arms above head
circle open mouth with finger
Unit 5 | Lesson 14 © 2013 Core Knowledge Foundation
83
Part B • Review the Large Cards and Sound Posters listed in the At a Glance chart. If students need additional practice recognizing the spellings taught in this unit, you may use any of the Pausing Point exercises listed under “Recognize the Spellings Taught in Unit 5” and the activities in Unit 5, Section II of the Assessment and Remediation Guide.
Teacher Demonstration
10 minutes
Demonstration Story: Ox and Man • Load the Ox and Man Media Disk or display the Big Book. • Remind students a story has a title and a story is made up of sentences. Sentences begin with an uppercase letter and end with a period. The words in a sentence are separated by spaces. • If you decided to teach students about commas, remind them that a comma means they should pause briefly when reading. • Read the story once without interruption, running a finger beneath the words as you read them. Be sure to model pausing at the end of each sentence. • Discuss word meanings and ask questions, for example, “What happens when the girl, Min, feeds the ox? Why?” • If you have time, read the story again, having students read aloud.
Dictation
15 minutes Dictation Identification • Distribute and display Worksheet 14.1. • Point to the first row of words, and tell students you are going to say one of the two words. • Say the word fit. • Ask students which of the two words spells fit.
Worksheet 14.1 If students need additional handwriting practice, you may use any of the Pausing Point exercises addressing handwriting and the activities in Unit 5, Section IV of the Assessment and Remediation Guide.
84
• Once the class has answered correctly, have students circle fit, following your example. • Continue demonstrating (providing guided practice) until students are ready to work independently.
Unit 5 | Lesson 14 © 2013 Core Knowledge Foundation
1.
fit
3.
pat
5.
yet
2.
lip
4.
fin
6.
sit
• Handwriting Practice: Have students copy the circled words on the lines.
Practice
25 minutes Connect It
15 minutes
• Distribute and display Worksheet 14.2. • Remind students words can be combined to make phrases and there are spaces between the words in a phrase. • Ask students to read the first phrase. Worksheet 14.2
• Ask which of the pictures match the phrase kid at bat. • Have students draw a line from the phrase kid at bat to the matching picture, following your example.
If students need additional reading practice, you may use any of the Pausing Point exercises • Continue demonstrating (providing guided practice) until students are ready to work independently. addressing reading and the activities in Unit 5, Sections II and III of the Assessment and Sort by Vowel Sound 10 minutes Remediation Guide.
• Distribute and display Worksheet 14.3. • Ask students to read the first word. • Ask students if wig has the vowel sound /i/ or the vowel sound /e/. • Have students write wig in the first column, following your example. Worksheet 14.3
• Continue demonstrating (providing guided practice) until students are ready to work independently. • When students have finished sorting the words, have them read the words. Note: There are additional words on the back of the worksheet that should be sorted according to the vowel sound /u/ or the vowel sound /o/.
Student Performance Task Assessment Reading Assessment • Follow the procedures explained in Lesson 12.
Take-Home Material Label the Picture • Have students give Worksheet 14.4 to a family member.
Unit 5 | Lesson 14 © 2013 Core Knowledge Foundation
85
Demonstration Story Review Student Performance Task Assessment
Objectives The following language arts objectives are addressed in this lesson. Objectives aligning with the Common Core State Standards are noted with the corresponding standard in parentheses. Refer to the Alignment Chart in the Introduction for additional standards addressed in all lessons in this unit.
Observe the position of the mouth while making the short vowel sounds /i/, /e/, /a/, /u/, and /o/, and associate each sound with its spelling (RF.K.3b)
Read decodable text that incorporates the letter-sound correspondences that have been taught, with purpose and understanding (RF.K.4)
Demonstrate understanding that a systematic, predictable relationship exists between written letters and spoken sounds by producing ‘a’ for /a/, ‘m’ for /m/, ‘t’ for /t/, ‘d’ for /d/, ‘o’ for /o/, ‘c’ for /k/, ‘g’ for /g/, ‘i’ for /i/, ‘n’ for /n/, ‘h’ for /h/, ‘s’ for /s/, ‘f’ for /f/, ‘v’ for /v/, ‘z’ for /z/, ‘p’ for /p/, ‘b’ for /b/, ‘l’ for /l/, ‘r’ for /r/, ‘u’ for /u/, ‘w’ for /w/, ‘j’ for /j/, ‘y’ for /y/, ‘x’ for /x/, and ‘k’ for /k/ (RF.K.1b)
Name and use commas and end punctuation while reading orally (L.K.2b)
Differentiate between the medial vowels sounds /i/ and /e/ in spoken words and sort words into groups based on their medial sound (RF.K.2d) Identify the parts of books and function of each part (front cover, back cover, title page, table of contents) (RI.K.5) Demonstrate understanding of basic print conventions by tracking and following print word for word when listening to a text read aloud (RF.K.1a)
82
Unit 5 | Lesson 14 © 2013 Core Knowledge Foundation
With prompting and support, ask and answer questions (e.g., who, what, where, when) requiring literal recall and understanding of the details and/or facts of a fiction text (RL.K.1) Read and write one-syllable short vowel CVC words (RF.K.3b) Hold a writing utensil with a tripod (or pincer) grip and form letters (L.K.1a) Trace, copy and write lowercase letters of the alphabet taught to date (L.K.1a) Read decodable phrases and match them to the appropriate picture (RF.K.4)
At a Glance
Exercise
Warm-Up
The Short Vowel Sounds and Sound/Spelling Review
Teacher Demonstration Dictation Practice Student Performance Task Assessment Take-Home Material
Materials
Minutes
Large Cards for ‘i’, ‘e’, ‘a’, ‘u’, ‘o’, ‘c’, ‘k’, ‘g’, ‘f’, ‘s’, ‘z’, ‘p’, ‘b’, ‘l’, ‘r’, ‘h’, ‘w’, ‘j’, ‘y’, ‘x’
10
Demonstration Story: Ox and Man
Ox and Man Big Book or Media Disk
10
Dictation Identification
pencils; Worksheet 14.1; projection system
15
Connect It
pencils; Worksheet 14.2; projection system
15
Sort by Vowel Sound
pencils; Worksheet 14.3; projection system
10
Reading Assessment
materials from Lesson 12
*
Worksheet 14.4
*
Label the Picture
Warm-Up
10 minutes The Short Vowel Sounds and Sound/Spelling Review Part A • Display the Large Cards for ‘i’, ‘e’, ‘a’, ‘u’, and ‘o’ in that order, from left to right, so your students can see them. • Say each sound while making the corresponding gesture. Have students repeat after you. • Repeat several times. • Once students are confident in their pronunciation and able to say the sounds clearly, have them say all five sounds from front to back: /i/, /e/, /a/, /u/, /o/ (from the front of the mouth /i/ to the back of the mouth /o/). Then have them say the sounds from back to front: /o/, /u/, /a/, /e/, /i/.
If students need additional practice distinguishing the short vowel sounds, you may use the Pausing Point exercise “Erase the Spellings” and the activities in Unit 5, Section II of the Assessment and Remediation Guide.
/i/
/e/
/a/
/u/
/o/
place finger below lips
pretend not to hear
pretend to cry
raise arms above head
circle open mouth with finger
Unit 5 | Lesson 14 © 2013 Core Knowledge Foundation
83
Part B • Review the Large Cards and Sound Posters listed in the At a Glance chart. If students need additional practice recognizing the spellings taught in this unit, you may use any of the Pausing Point exercises listed under “Recognize the Spellings Taught in Unit 5” and the activities in Unit 5, Section II of the Assessment and Remediation Guide.
Teacher Demonstration
10 minutes
Demonstration Story: Ox and Man • Load the Ox and Man Media Disk or display the Big Book. • Remind students a story has a title and a story is made up of sentences. Sentences begin with an uppercase letter and end with a period. The words in a sentence are separated by spaces. • If you decided to teach students about commas, remind them that a comma means they should pause briefly when reading. • Read the story once without interruption, running a finger beneath the words as you read them. Be sure to model pausing at the end of each sentence. • Discuss word meanings and ask questions, for example, “What happens when the girl, Min, feeds the ox? Why?” • If you have time, read the story again, having students read aloud.
Dictation
15 minutes Dictation Identification • Distribute and display Worksheet 14.1. • Point to the first row of words, and tell students you are going to say one of the two words. • Say the word fit. • Ask students which of the two words spells fit.
Worksheet 14.1 If students need additional handwriting practice, you may use any of the Pausing Point exercises addressing handwriting and the activities in Unit 5, Section IV of the Assessment and Remediation Guide.
84
• Once the class has answered correctly, have students circle fit, following your example. • Continue demonstrating (providing guided practice) until students are ready to work independently.
Unit 5 | Lesson 14 © 2013 Core Knowledge Foundation
1.
fit
3.
pat
5.
yet
2.
lip
4.
fin
6.
sit
• Handwriting Practice: Have students copy the circled words on the lines.
Practice
25 minutes Connect It
15 minutes
• Distribute and display Worksheet 14.2. • Remind students words can be combined to make phrases and there are spaces between the words in a phrase. • Ask students to read the first phrase. Worksheet 14.2
• Ask which of the pictures match the phrase kid at bat. • Have students draw a line from the phrase kid at bat to the matching picture, following your example.
If students need additional reading practice, you may use any of the Pausing Point exercises • Continue demonstrating (providing guided practice) until students are ready to work independently. addressing reading and the activities in Unit 5, Sections II and III of the Assessment and Sort by Vowel Sound 10 minutes Remediation Guide.
• Distribute and display Worksheet 14.3. • Ask students to read the first word. • Ask students if wig has the vowel sound /i/ or the vowel sound /e/. • Have students write wig in the first column, following your example. Worksheet 14.3
• Continue demonstrating (providing guided practice) until students are ready to work independently. • When students have finished sorting the words, have them read the words. Note: There are additional words on the back of the worksheet that should be sorted according to the vowel sound /u/ or the vowel sound /o/.
Student Performance Task Assessment Reading Assessment • Follow the procedures explained in Lesson 12.
Take-Home Material Label the Picture • Have students give Worksheet 14.4 to a family member.
Unit 5 | Lesson 14 © 2013 Core Knowledge Foundation
85
